Abstract:
This is a case study using an action research approach to the systematic gathering of information at an inclusive mainstream secondary school in the United Kingdom. I intend to describe the trial of functional assessment techniques in this school to improve access for students with autism. A continuing action research process of observing, planning, doing and reviewing was implemented to facilitate the use of antecedent behaviour charts and records. I propose to suggest how an effective functional assessment can be used as a tool to provide material towards better informed behaviour management plan for children with autism and so be better supported and included in a mainstream school setting.
I will describe trial this in detail with one student who, although he has made a lot of progress, struggles daily to access mainstream school. Positive feedback was noted throughout the trialing of this support intervention and practical strategies were then formed by the whole school. The implications for the student and school are discussed.
